Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Just a thought - does GRBS have any way to do with parents/teacher relationship?

I have seen some parents jumpping up and down and making a lot of noise in school, they are in every volunteer event, donation, field trip, holiday party.... I appreciate the effort they gave, but does it make difference how teacher see their children?

At our school, the GBRS has to be agreed upon by a committee including the AART and principal. Any respectable teacher would not mistake a child with helpful parents as a child with gifted behaviors.

But principal and AART do not work with children directly day to day, they can not really list what a child gift behaviors are, only main teacher's inputs would really count, right?

I wondered about that too, but once I received a copy of the screening file it all made sense. None of my dd's teachers were on the committee. It was just the principal, vice principal, AART, and counselor. However, once I read the commentary I saw that it contained information about assignments she has completed, things she has said in class, how quickly she learned whatever, etc. These are things that only her teachers would know and they obviously played the largest large role in the GBRS.

Anonymous wrote:

Anonymous wrote:Just a thought - does GRBS have any way to do with parents/teacher relationship?

I have seen some parents jumpping up and down and making a lot of noise in school, they are in every volunteer event, donation, field trip, holiday party.... I appreciate the effort they gave, but does it make difference how teacher see their children?

At our school, the GBRS has to be agreed upon by a committee including the AART and principal. Any respectable teacher would not mistake a child with helpful parents as a child with gifted behaviors.

But principal and AART do not work with children directly day to day, they can not really list what a child gift behaviors are, only main teacher's inputs would really count, right?

Anonymous wrote:Just a thought - does GRBS have any way to do with parents/teacher relationship?

I have seen some parents jumpping up and down and making a lot of noise in school, they are in every volunteer event, donation, field trip, holiday party.... I appreciate the effort they gave, but does it make difference how teacher see their children?

At our school, the GBRS has to be agreed upon by a committee including the AART and principal. Any respectable teacher would not mistake a child with helpful parents as a child with gifted behaviors.

13:04-
No, I don't think so.

Just a thought - does GRBS have any way to do with parents/teacher relationship?

I have seen some parents jumpping up and down and making a lot of noise in school, they are in every volunteer event, donation, field trip, holiday party.... I appreciate the effort they gave, but does it make difference how teacher see their children?

There are thousands of kids screened. Nothing is rare.

Are there really that many GRBS of 15 and 16 out there? We are at a level IV center for our base school, my DC got a 15 and we were told it was rare-doesn't seem like it based on this board!

Anonymous wrote:"Whether you have an Ivy League diploma framed on your wall, or a certificate from that school no one has ever heard of, it’s up to the individual to make the most of the opportunities they are given, work hard, and pursue their goals".

Parents can not do it for them - even though you think you can. AAP does not indicate future success -- Chillax all you uptight nut cases!

Are you ok? Who said anything indication of future success? You need to get some help, and manage your anger/emotional problem, for the sake of your kid(s).

"Whether you have an Ivy League diploma framed on your wall, or a certificate from that school no one has ever heard of, it’s up to the individual to make the most of the opportunities they are given, work hard, and pursue their goals".

Parents can not do it for them - even though you think you can. AAP does not indicate future success -- Chillax all you uptight nut cases!

My painfully shy dd came completely out of her shell at the AAP center. After having one best friend her whole life she found a great group of 6 friends in 3rd grade that really understand her. Now in fourth grade her teacher said she talks a bit too much in class and she has friends calling to get together every weekend. It has been amazing to watch her go from hardly even speaking to her teacher to standing in front of the class for a presentation without a second thought.

Anonymous wrote:Does anyone think my DC who is very shy and rarely raises her hand in school could get a high GBR score next year when we go through the application process? DC is extremely bright and tests well, but am worried about this. DC works well with others, but is not a "leader" yet in academic setting.

Yes! Hopefully she is engaged. She needs to answer and put herself out there some!!! Just a little. I am sure she will do well.

Regarding the shy child, my dc was shy as well in 1st grade. Very sensitive and gentle natured. Dc matured some in second grade and became more confident in speaking and engaging in class discussions. Dc got a 16 GRBS. Dc is not boisterious but has shown huge leadership advancements in just one year.last year dc barely played with other kids,this year is said tone a respected and kind leader. So you never know how your child will change but I would think shy kids Re preferred by teachers over aggressive kids- that is my observation. It's hard to manage a large class and the quieter kids are easier. A. Good teacher will see the giftedness even if the child is soft spoken.

My child got a 16 GBRS from a local Level IV school.

Does anyone think my DC who is very shy and rarely raises her hand in school could get a high GBR score next year when we go through the application process? DC is extremely bright and tests well, but am worried about this. DC works well with others, but is not a "leader" yet in academic setting.

This is why GBRS scores are important. Testing well is not the only criteria for predicting success in AAP.

Anonymous wrote:Does anyone think my DC who is very shy and rarely raises her hand in school could get a high GBR score next year when we go through the application process? DC is extremely bright and tests well, but am worried about this. DC works well with others, but is not a "leader" yet in academic setting.

My very shy dd was found eligible with test scores in the 140's and 150's. I don't know her GBRS, but she is very quiet and never lets on how much she really knows to those around her...but it shows up in her schoolwork.